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Heather Walton Lesson Plan
Heather Walton
Course: General Chemistry Grade Level: 10th-12th Grade
Goal and Objective:
Explain their thought processes as they solve a stoichiometry problem.
Correctly solve stoichiometry problems.
Procedure: Step #1 Model solving stoichiometry problems (2-3 problems) on the board and answer any questions. Step #2 Allow students to solve 3 problems on their own and check their answers. Step #3 Give students “Stoichiometry Worksheet” and tell them to solve the problems. Step #4 Assign each student a different problem that they will solve and explain on their blog. Step #5 Students are to link their blog to the class document. Step #6 Students are to see if the got the same answer for each of the questions. Step #7 Comment on one classmates blog.
If you did get the same answer as a student identify your answer and explain what you did differently.
If you go the same answer, but solved it differently explain, what you did differently.
Materials Needed:
Stoichiometry Problem worksheet
Chromebook
Periodic Table of Elements
Calculator
Google Doc (for student links)
Evaluation Method: (6 points)
Excellent (2)
Good (1.5)
Fair(1)
Answer
Final answer was correct including Significant Figures and Units
Final answer was with incorrect or lacked one of the following Significant Figures or Units.
Final answer was incorrect and did not include units.
Excellent (2)
Good (1.5)
Fair (1)
Explanation
Explained the problem-solving process using correct terminology and easy to follow steps.
Explanation lacked either terminology or was difficult to understand.
Explanation lacked both terminology and was difficult to understand.
Excellent (2)
Good (1)
Fair (0.5)
Comment
Your comment was positive and demonstrated proficient knowledge of the problem-solving process.
Your comment showed basic knowledge of the problem-solving process.
Your comment was unsupportive in nature.
Anthony Fiore's Lesson Plan
Anthony Fiore Lesson Plan for Robotics Blog Response Computers 7 OBJECTIVES
As a result of this lesson students will:
Write a minimum of ten blog entries of roughly 5-7 sentences in length.
Engage in metacognition by thinking about what they learned by building, programming, problem solving, and trouble shooting a robot.
PROCEDURE
Students arrive in the computer lab and login.
On day one, teacher will introduce the lesson through discussion and define the goals and objectives.
Teacher will demonstrate how to use the blog as well as how it should be formatted.
Teacher will then stop and start the robotics unit as usual with the class.
Teacher will stop the class 7 minutes early. Students will write their blog entry.
Rubric: Rubric
Categories
Number of points
Format Uses correct heading including Entry number, date, and a title. Single spaced. 12 point font. MLA heading on first page.
_ out of 20 points
Content Uses a variety of prompts. Not just the same prompt over and over again. Entry is of sufficient length (see example). Writing is on topic.
_ out of 20 points
Correct use of grammar, spelling, and mechanics.
___ out of 20 points
Total Points:
Computers 7 Mr. Fiore Blog Robotics Response Directions
Our classroom changes once we begin programming, experimenting, and programming our NXT robots. Although I will be monitoring your progress via the questions you ask and the challenges you complete, many of the insights or “ah-ha, I get it!” moments will happen deep within your brain and you may not have the opportunity to share these thoughts. Here is an opportunity for you to express your thoughts and ideas. Your assignment is to reflect on your classroom experiences and write about your thoughts during the course of the class period.
If you are absent from class, your assignment is to google an article about robotics or STEM, copy and paste the web address into your journal and summarize the article in one paragraph using your own words.
Here is a useful link you can use if you are absent: http://www.usnews.com/topics/subjects/stem-education
Requirements: One well written blog post (minimum of 5-7 sentences).Each posting will have a heading that includes the date, a creative title, and your reflective paragraph. All academic writing standards apply such as spelling, grammar, and punctuation. Please do not get stuck writing with the same prompt over and over again. Please vary the prompts you choose to use.
Something you discovered today.
Your greatest triumph.
Something that confused you.
Something you plan on doing tomorrow.
Something you forgot today.
Something you did to help another.
How someone helped you in class.
Something you wish you could do over.
A computer problem you had
Working without a partner today was different because…
Something that gave you difficulty or caused you to become “stuck”.
A goal for next class.
Rubric
Categories
Number of points
Format Uses correct heading including Entry number, date, and a title. Single spaced. 12 point font..
_ out of 20 points
Content Uses a variety of prompts. Not just the same prompt over and over again. Entry is of sufficient length (see example). Writing is on topic.
_ out of 20 points
Correct use of grammar, spelling, and mechanics.
___ out of 20 points
Total Points:
Example: Example #1 1/28/17 Blinded by Confusion Today, my partner and I built the light sensor and attached it to the robot. We had a lot of difficulty getting it to work. It would not “see” the black lines on the table and crashed into the wall over and over again. My partner tried changing the move block but that didn’t help. We asked Josh and Evan for help, but they didn’t know. Finally, we asked Mr. Fiore who told us to recheck the video and to look for how to find the threshold for the sensor. We did that and learned how to make the robot see black and white and to add the numbers together and divide for the threshold.
Nick Dettorre's Lesson Plan
Today’s Objectives: STUDENTS WILL LEARN:
Subject: 8th Grade Health
I. Title: Tobacco Letter Blog Assignment
II. Essential Question: Could a letter to a family member or friend help them quit using tobacco?
III. Objectives (Written on the Board)
Students will learn how to encourage a family member or friend to stop using tobacco by writing them a letter.
IV. Content and Strategies
Anticipatory Set
“Everyone in here today knows someone who uses tobacco. If you do not I want you to imagine a close friend or family member does. Sometimes all it takes is the kind words from a loved one to give them the motivation to stop using. Because of that, today in your blogs you are going to be writing a open letter to someone, encouraging them to stop using tobacco.”
Activities
Review Tobacco Unit Notes and Presentations
Talk, Pair, and Share ideas with your neighbor
Students decide who you are going to write the letter to
Go over rubric with class
Students write open letter in class blog
Closure
When class time is winding down, ask students to read their classmates letters and comment on them as they seem fit. This can be from how they encouraged their loved ones to quit, to health effects of tobacco. They can also show support if they know having this loved one quit is a struggle for them.
Tobacco Letter Rubric
Directions: In your student blog this week you are writing a open letter to someone that uses tobacco, encouraging them to stop. Follow the rubric to its entirety to receive full credit.
Criteria:
10 points
8 points
5 points
5 health risks from the tobacco they use.
All reasons are clearly stated and explained.
3-4 reasons are clearly stated.
1-2 reasons are clearly stated.
5 steps they can successfully quit.
All 5 steps are stated and explained.
3-4 steps are stated.
1-2 steps are stated.
Comment on Classmates blog
Commented on 3 other classmates blogs
Commented on 2
Commented on 1
Spelling and Grammar
No grammar or spelling errors present.
Minor grammar and spelling errors.
Major grammar and spelling errors.
Due date
The letter was turned in on time.
The letter was turned in one day late.
The letter was turned in two days late.
Sean Coultas' Lesson Plan
Sean is interested in keeping his present students connected to former students via blogging. He will be looking into creating and maintaining classroom blogs and what the best practices are for students in and out of the classroom.
Lesson Plan:
Students will choose three individuals from given list of past graduates that have demonstrated themselves to be successful in college, a trade school, or a career. Each of the mentors in college, a trade school, or a career has been previously contacted and created, or had a blog page created for them that is specifically set up for communication with my students.
Monday August 25, 2018
Objective: Students will be able to….contact three individuals they have chosen to engage in “blog” conversation with and post a comment on each of their mentor’s page.
Bell Ringer: give the instructor a copy of the individuals you have chosen to contact. (Name, and blog site)
Activity: Students will initiate a conversation with individuals enrolled into a mentor blog page. The initial comment, by the student, will include a greeting, and introduction, reason for choosing this specific mentor, and a question that will be addresses by the mentor when they reply with a comment to the student.
Homework: research three questions that you are likely to ask your mentor during upcoming conversations.
Materials: Web access, word press login, and blog page
Web Resources: word press blog page for each high school student enrolled in activity.
Evaluation: Each contact by the students is worth 33 .3 point with the total assignment being worth 100 points. Once the students have made comments to the mentors, having access to the blog sites, each student will receive their points. This assignment is one that will be completed by each student. This assignment will be completed by the skill set of each student, or closer to my skill set will be completed with aid from a peer student or myself.
*The initial contact will be the foundation to a solid relationship with a mentor, and for some an initial positive experience with their first blog.
Lindsey Santanasto's Lesson Plan
Learning Activity 2-7
Blog Lesson Plan
[Assignment] Develop a lesson plan for your classroom which asks students to blog. Ideally, this should be an actual lesson which you hope to implement. Include either a summary of how you will evaluate the project or a rubric. Submit the lesson plan to your instructor as a .doc or .rtf file. Note: You will share this lesson plan with your classmates in Activity 4-6: Lesson Plan Wiki.
Weekly Plan
Week Of:
TBD
Subject:
Honors English 10
Prepared By:
Lindsey Santanasto
Overview & Purpose: Introduce students to blogging and have students create their own blog.
Day
Bell Ringer or Review from previous lesson
Daily Objective
ActivityEnrichmentsAssessments
Materials
Homework
Eligible Content
Day 1
Ask students to post to the Padlet on Schoology one word that comes to mind when they hear the word “Blog”.
Students will be able to define a blog, understand bloggings overall purpose for our class.
Go over students’ post to the padlet.
Define the word blog.
Show students sample blogs.
Go over directions for student blogs: blogging and responding.
Students are to log on to Schoology when they come in to class and click on the link to take them to WordPress
Students will create their own blog.
Students are to log on to WordPress.com and create a Username and Password.
Next, students are to start to create their own blog site: choosing themes, pictures, fonts etc.
Students are to start their first blog post: How they feel about Blogging.
Computers
Students are to finish their first blog post for homework and comment on at least 2 students’ blogs.
Day 3
Log on to their blogs and read/approve comments from their peers. Students may respond to comments.
Students will understand that the blogging activity will take place mostly outside of class. Students will continue to read the novel A Thousand Splendid Suns.
We will continue reading A Thousand Splendid Suns and discussing the plot.
Introduce the first Blogging Activity for the novel A Thousand Splendid Suns.
Students are to start blog about their overall first impressions of the characters in the book: Nana and Mariam.
Students are to include reasons why they feel this way and any personal connections they made.
Students must respond to at least 2 other peers’ posts.
Computers
A Thousand Splendid Suns novel.
Finish their blog posts and respond to 2 other peers’ posts.
Day 4
Students can check their blogs and approve or comment back to any of their peers’ comments.
Students will reflect back on Part 1 of A Thousand Splendid Suns and draw conclusions about the plot and characters.
Students will work on Study Guide Part 1 for A Thousand Splendid Suns. Students may work with a partner on this study guide in order to collaborate and talk.
Students will receive their next blogging activity-- Which will be to consider Mariam’s actions in the novel and if she is to blame for Nana’s death and Jalil’s response to Mariam being an “orphan”.
Study Guide Packet.
Computers
A Thousand Splendid Suns novel.
Finish Study Guide Prepare for the Socratic Seminar tomorrow. (students received directions for this prior to starting the novel) Work on their blog.
Day 5
Students may log on to their blog and approve comments from peers and/or comment back.
Students will gain a better understanding through discussion of Part 1 of the novel A Thousand Splendid Suns.
Students will participate in a Socratic Seminar by either being in the middle or on the outside.
Students in the middle are to discuss the novel by asking thought provoking questions or bringing up different topics that were found in the book.
Students on the outer part of the circle are to take notes on what the inner circle talks about. These will be collected tomorrow.
Desks will be arranged in socratic seminar format.
Students will need their study guides paper, writing utensil and their novel.
*
Students are to post their overall impressions of the first Socratic Seminar to their blog. They are then to comment to at least two of their peers by Sunday,
Rubric for each Blogging Activity
Advanced
Proficient
Basic
Below Basic
Student Initial Post
Student posts a thought provoking comment which answers each part of the blogging prompt.
The student’s post has clear explanations and personal connections.
The student uses proper grammar and mechanics and has no or few errors.
Student posts a thought provoking comment which answers most parts of the blogging prompt.
The student’s post has an explanation and personal connections.
The post has 3 -5 errors in grammar and mechanics.
Student posts a vague comment to their blog.
The student’s post has vague explanations and makes little or no personal connections.
The post has 6-9 errors in grammar and mechanics.
.
Student posts a vague comment to their blog.
The student’s post does not have an explanations or the explanation does not make sense.
The student does not attempt to make personal connections
The student has more than 10 errors in grammar and mechanics.
Student Comment 1
The comment shows insight, depth and evaluation of the initial post.
The student uses proper grammar and mechanics and has no or few errors.
The comment attempts to show insight, depth and evaluation of the initial post.
The post has 3-5 errors in grammar and mechanics.
The comment is vague, and barely connects to the initial post.
The post has 6-9 errors in grammar and mechanics.
The comment does not connect back to the initial post.
The comment has more than 10 errors in grammar and mechanics.
Student Comment 2
The comment shows insight, depth and evaluation of the initial post.
The student uses proper grammar and mechanics and has no or few errors.
The comment attempts to show insight, depth and evaluation of the initial post.
The post has 3-5 errors in grammar and mechanics.
The comment is vague, and barely connects to the initial post.
The post has 6-9 errors in grammar and mechanics.
The comment does not connect back to the initial post.
The comment has more than 10 errors in grammar and mechanics.
Teacher Comments
Amy O'Connor's Lesson Plan
Amy O’Connor
ED 5036
8 March 2018
Blog Lesson Plan: To Kill A Mockingbird Webquest Reflection Class:
9th Grade, Academic English
Time:
Two, 90 minute blocks
Goals and Objectives:
- Synthesize a reflection based off a To Kill A Mockingbird Webquest
- Publish a reflection for other students and the community to read
- Connect classmates to each other through their blogs
- Share feelings and comments on classmates reflections
Procedures:
1) Students will begin by completing the To Kill A Mockingbird Webquest in its entirety.
2) When finished, students will create a WordPress account and post a reflection on the content they have just gone over in the webquest. They must write a thoughtful entry of at least 250 words. They will use this prompt to guide them: “How did you feel while looking over the content? What were your immediate reactions? What surprised you? Do you feel like these laws and situations could happen in 2018?”
3) All students will put the link to their own blog in a shared class Google Doc.
4) Next, students will create a Feedly account in order to have all their classmates’ blogs collected in one feed, making them easy to read. Then, students will take the link of each student blog from the Google Doc and search for it in Feedly. This will then add the blog and collect all of the blogs in one stream.
5) During the second class period, students will browse through their Feedly feed and read the reflections of the other students. They will choose five blog entries to write a thoughtful comment on. They will use this prompt for to guide their comment: “How did you feel about this reflection? What do you agree with? What do you disagree with?”
6) All students will go back and read the comments on their own blog. Then, the entire class come together as a whole and discussed what they have written and read.
Evaluation:
Original Reflection Post:
Category
Advanced
Proficient
Basic
Content
Student writes a very detailed, thoughtful reflection on the Webquest that clearly evinces their feelings on the content.
Student writes a thoughtful reflection on the Webquest that evinces their feelings on the content.
Student writes a basic reflection on the Webquest that could use more detail.
Style, Punctuation and Grammar
Student writes using advanced vocabulary and sentence structure, appropriate language (no abbreviations), and does not have punctuation or grammatical errors.
Student writes using good vocabulary and sentence structure, appropriate language (no abbreviations), and has few punctuation or grammatical errors.
Student writes using basic vocabulary and sentence structure, mostly appropriate language, and has many punctuation or grammatical errors.
Comment:
Category
Advanced
Proficient
Basic
Connections
Student commented on five or more blogs.
Student commented on three to four blogs.
Student commented on one to two blogs.
Content
Student writes detailed, thoughtful responses.
Student writes thoughtful responses.
Student writes basic responses.
Style, Punctuation and Grammar
Student writes using advanced vocabulary and sentence structure, appropriate language (no abbreviations0, and does not have punctuation or grammatical errors.
Student writes using advanced vocabulary and sentence structure, appropriate language (no abbreviations0, and does not have punctuation or grammatical errors.
Student writes using basic vocabulary and sentence structure, mostly appropriate language, and has many punctuation or grammatical errors.
Corey Poulson's Lesson Plan
Subject: Wellness
I. Unit: Health and Wellness
II. Essential Question
a. How do the choices we make everyday affect our overall health?
III. Objectives (Written on the Board)
a. Students will learn the definition of health and wellness.
b. Students will post on their blog on examples they demonstrate in their personal life of the three health related components.
IV. Content and Strategies
a. Anticipatory Set
“When you think of Wellness, what comes to mind first? Maybe body systems, physical activities, the doctor, these are all correct but there is a bigger picture. Wellness is a very extensive subject. The three health components that we will focus on are physical, emotional/mental, and social.”
b. Activities
1. Class Discussion on Pages 4-7 along with the Wellness PowerPoint Presentation
2. Personal Health Triangle Blog
3. Students will create a post on their blog depicting three specific examples from their personal lives that can relate to physical health, mental health, and social health. Attached Rubric
V. Guided/Independent Practice
a. Look back at your behaviors over the past week. What behaviors helped you improve your wellness? What behaviors brought down your wellness? What changes can you make to improve your total health?
Criteria
3 Points
2 Points
Each health component has a section and is properly labeled.
There are three health component sections and they are labeled properly.
There are two health component sections. One section is not properly labeled.
There is one health component section. Two sections are not properly labeled.
Each health component has a one-paragraph explanation.
Each health component has a one-paragraph explanation.
One health component is missing a paragraph explanation.
Two health components are missing a paragraph explanation.
There is one picture depicting each health component.
Each health component has one picture.
There is one health component missing a picture.
There are two health components missing a picture.
Spelling and Grammar
No grammar or spelling errors present.
Minor grammar and spelling errors.
Major grammar and spelling errors.
Due date
Assignment must be posted by Tuesday at 11:59 p.m.
The post was turned in on time.
The post was turned in one day late.
The post was turned in two days late.
Total: /15
Kelly Roberts's Lesson Plan
Course:
American Studies (11th grade, combination of Social Studies and English)
Essential question:
How does the place where one grows up influence one’s identity, beliefs, and ideals?
Blogging assignment:
Students are currently reading “Their Eyes Were Watching God.” Over the next four weeks, students should respond to the following journal prompts on their blog (two per week). Teacher will provide comments & feedback, and students are expected to comment on at least two of their classmates’ observations per week:
Listen to the oral interpretation of “How It Feels to be Colored Me” through 3:23. Why do you think it took so long for Hurston to realize that her skin color made a difference in how the world would treat her? How did this realization change her?
Using the information provided in this NY Times video, reflect on how Eatonville has changed over the years since the Hurston’s childhood there. How did the publication of TEWWG affect the city and its residents?
Using the information provided in this timeline and biography, plot your own timeline with what you think are the three most formative periods of her life (not including her birth or her death). Explain what makes them important.
Eatonville’s slogan is “The Town that Freedom Built.” How would you explain this designation to someone who had never heard of it, taking into consideration the time period when it was built?
Watch the first 3:28 of C-Span’s visit to Eatonville. Would Eatonville exist in the same way today without Hurston? Would Hurston exist in the same way today without Eatonville? Why or why not?
Read Hurston’s infamous letter to the poet Countee Cullen. Why do you think her views were considered radical at the time? What experiences in her life do you think influenced her opinions?
Listen to this NPR podcast interview with Hurston’s niece through 5:49. In what ways did Hurston feel as if she was stuck between two different worlds and how did she deal with these feelings?
Station 8: Speak, So You Can Speak Again
Take 5-7 minutes to examine some of the sources in the book (pictures and captions, poetry, quotations, etc.). Pick an image that really stands out to you (note the page it’s on). Use the Library of Congress’ guide to analyzing photographs & prints to observe, reflect, and question:
Synthesis paper/assessment:
Richard Wright accused Hurston’s writing of having, “no theme, no message, and no thought” during a time of racial inequity and oppression. Using at least three of these sources plus your book as evidence, write a position paper blog post either agreeing or disagreeing with his assessment. Make sure to utilize ethos, pathos, and logos. The paper is worth 50 points according to our standard class rubric, the blog posts are worth 10 points each, and the responses to classmates are worth 5 points each.
Standards:
ELA & Literacy in History/SS :
CCSS.ELA-LITERACY.WHST.11-12.1
Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
ISAIL Standards (Illinois Standards Aligned Instruction for Libraries):
Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge •
Recognize the need for information • Formulate questions based on information needs • Identify various
potential sources of information • Develop and use successful strategies for locating information • Seek
information from diverse sources
Standard 2: Evaluate information critically and competently • Determine accuracy, relevance, and
comprehensiveness of information • Distinguish among fact, point of view, and opinion • Identify inaccurate
and misleading information • Select information appropriate to the problem or question
Home > Learning Activity 4-6
Learning Activity 4-6 Wiki Instructions
To add your lesson plan:
To comment on a classmate's lesson plan:
Heather Walton Lesson Plan
Heather Walton
Course: General Chemistry Grade Level: 10th-12th Grade
Goal and Objective:
Procedure:
Step #1 Model solving stoichiometry problems (2-3 problems) on the board and answer any questions.
Step #2 Allow students to solve 3 problems on their own and check their answers.
Step #3 Give students “Stoichiometry Worksheet” and tell them to solve the problems.
Step #4 Assign each student a different problem that they will solve and explain on their blog.
Step #5 Students are to link their blog to the class document.
Step #6 Students are to see if the got the same answer for each of the questions.
Step #7 Comment on one classmates blog.
Materials Needed:
Evaluation Method: (6 points)
Anthony Fiore's Lesson Plan
Anthony Fiore
Lesson Plan for Robotics Blog Response
Computers 7
OBJECTIVES
As a result of this lesson students will:
PROCEDURE
Rubric:
Rubric
Uses correct heading including Entry number, date, and a title. Single spaced. 12 point font. MLA heading on first page.
Uses a variety of prompts. Not just the same prompt over and over again. Entry is of sufficient length (see example). Writing is on topic.
Computers 7
Mr. Fiore
Blog Robotics Response
Directions
Our classroom changes once we begin programming, experimenting, and programming our NXT robots. Although I will be monitoring your progress via the questions you ask and the challenges you complete, many of the insights or “ah-ha, I get it!” moments will happen deep within your brain and you may not have the opportunity to share these thoughts. Here is an opportunity for you to express your thoughts and ideas. Your assignment is to reflect on your classroom experiences and write about your thoughts during the course of the class period.
If you are absent from class, your assignment is to google an article about robotics or STEM, copy and paste the web address into your journal and summarize the article in one paragraph using your own words.
Here is a useful link you can use if you are absent: http://www.usnews.com/topics/subjects/stem-education
Requirements:
One well written blog post (minimum of 5-7 sentences).Each posting will have a heading that includes the date, a creative title, and your reflective paragraph. All academic writing standards apply such as spelling, grammar, and punctuation. Please do not get stuck writing with the same prompt over and over again. Please vary the prompts you choose to use.
- Something you discovered today.
- Your greatest triumph.
- Something that confused you.
- Something you plan on doing tomorrow.
- Something you forgot today.
- Something you did to help another.
- How someone helped you in class.
- Something you wish you could do over.
- A computer problem you had
- Working without a partner today was different because…
- Something that gave you difficulty or caused you to become “stuck”.
- A goal for next class.
RubricUses correct heading including Entry number, date, and a title. Single spaced. 12 point font..
Uses a variety of prompts. Not just the same prompt over and over again. Entry is of sufficient length (see example). Writing is on topic.
Example:
Example #1
1/28/17
Blinded by Confusion
Today, my partner and I built the light sensor and attached it to the robot. We had a lot of difficulty getting it to work. It would not “see” the black lines on the table and crashed into the wall over and over again. My partner tried changing the move block but that didn’t help. We asked Josh and Evan for help, but they didn’t know. Finally, we asked Mr. Fiore who told us to recheck the video and to look for how to find the threshold for the sensor. We did that and learned how to make the robot see black and white and to add the numbers together and divide for the threshold.
Nick Dettorre's Lesson Plan
Today’s Objectives: STUDENTS WILL LEARN:
Subject: 8th Grade Health
I. Title: Tobacco Letter Blog Assignment
II. Essential Question: Could a letter to a family member or friend help them quit using tobacco?
III. Objectives (Written on the Board)
IV. Content and Strategies
“Everyone in here today knows someone who uses tobacco. If you do not I want you to imagine a close friend or family member does. Sometimes all it takes is the kind words from a loved one to give them the motivation to stop using. Because of that, today in your blogs you are going to be writing a open letter to someone, encouraging them to stop using tobacco.”
When class time is winding down, ask students to read their classmates letters and comment on them as they seem fit. This can be from how they encouraged their loved ones to quit, to health effects of tobacco. They can also show support if they know having this loved one quit is a struggle for them.
Tobacco Letter Rubric
Directions: In your student blog this week you are writing a open letter to someone that uses tobacco, encouraging them to stop. Follow the rubric to its entirety to receive full credit.
10 points
8 points
5 points
Sean Coultas' Lesson Plan
Sean is interested in keeping his present students connected to former students via blogging. He will be looking into creating and maintaining classroom blogs and what the best practices are for students in and out of the classroom.
Lesson Plan:
Students will choose three individuals from given list of past graduates that have demonstrated themselves to be successful in college, a trade school, or a career. Each of the mentors in college, a trade school, or a career has been previously contacted and created, or had a blog page created for them that is specifically set up for communication with my students.
Monday August 25, 2018
Objective: Students will be able to….contact three individuals they have chosen to engage in “blog” conversation with and post a comment on each of their mentor’s page.
Bell Ringer: give the instructor a copy of the individuals you have chosen to contact. (Name, and blog site)
Activity: Students will initiate a conversation with individuals enrolled into a mentor blog page. The initial comment, by the student, will include a greeting, and introduction, reason for choosing this specific mentor, and a question that will be addresses by the mentor when they reply with a comment to the student.
Homework: research three questions that you are likely to ask your mentor during upcoming conversations.
Materials: Web access, word press login, and blog page
Web Resources: word press blog page for each high school student enrolled in activity.
Evaluation: Each contact by the students is worth 33 .3 point with the total assignment being worth 100 points. Once the students have made comments to the mentors, having access to the blog sites, each student will receive their points. This assignment is one that will be completed by each student. This assignment will be completed by the skill set of each student, or closer to my skill set will be completed with aid from a peer student or myself.
*The initial contact will be the foundation to a solid relationship with a mentor, and for some an initial positive experience with their first blog.
Lindsey Santanasto's Lesson Plan
Learning Activity 2-7
Blog Lesson Plan
[Assignment]Develop a lesson plan for your classroom which asks students to blog. Ideally, this should be an actual lesson which you hope to implement. Include either a summary of how you will evaluate the project or a rubric. Submit the lesson plan to your instructor as a .doc or .rtf file.
Note: You will share this lesson plan with your classmates in Activity 4-6: Lesson Plan Wiki.
Weekly Plan
Week Of:
Subject:
Overview & Purpose: Introduce students to blogging and have students create their own blog.
Review from previous lesson
Objective
L.N.2.2.1
L.N.2.4.4
L.N.2.5.2
L.N.2.5.3
L.N.2.5.4
L.N.2.5.5
L.N.2.5.6
L.F.1.3.1
L.F.1.3.2
L.F.2.1.2
L.F.2.3.3
L.F.2.3.4
L.F.2.5.1
Students will continue to read the novel A Thousand Splendid Suns.
Prepare for the Socratic Seminar tomorrow. (students received directions for this prior to starting the novel)
Work on their blog.
Day 5
- Desks will be arranged in socratic seminar format.
- Students will need their study guides paper, writing utensil and their novel.
*Amy O'Connor's Lesson Plan
Amy O’ConnorED 5036
8 March 2018
Blog Lesson Plan: To Kill A Mockingbird Webquest Reflection
Class:
9th Grade, Academic English
Time:
Two, 90 minute blocks
Goals and Objectives:
- Synthesize a reflection based off a To Kill A Mockingbird Webquest
- Publish a reflection for other students and the community to read
- Connect classmates to each other through their blogs
- Share feelings and comments on classmates reflections
Materials:
30 Chromebooks
30 WordPress accounts
30 Feedly accounts
1 Class Google Doc
To Kill A Mockingbird Webquest
Procedures:
1) Students will begin by completing the To Kill A Mockingbird Webquest in its entirety.
2) When finished, students will create a WordPress account and post a reflection on the content they have just gone over in the webquest. They must write a thoughtful entry of at least 250 words. They will use this prompt to guide them: “How did you feel while looking over the content? What were your immediate reactions? What surprised you? Do you feel like these laws and situations could happen in 2018?”
3) All students will put the link to their own blog in a shared class Google Doc.
4) Next, students will create a Feedly account in order to have all their classmates’ blogs collected in one feed, making them easy to read. Then, students will take the link of each student blog from the Google Doc and search for it in Feedly. This will then add the blog and collect all of the blogs in one stream.
5) During the second class period, students will browse through their Feedly feed and read the reflections of the other students. They will choose five blog entries to write a thoughtful comment on. They will use this prompt for to guide their comment: “How did you feel about this reflection? What do you agree with? What do you disagree with?”
6) All students will go back and read the comments on their own blog. Then, the entire class come together as a whole and discussed what they have written and read.
Evaluation:
Original Reflection Post:
Comment:
Corey Poulson's Lesson Plan
Subject: WellnessI. Unit: Health and Wellness
II. Essential Question
a. How do the choices we make everyday affect our overall health?
III. Objectives (Written on the Board)
a. Students will learn the definition of health and wellness.
b. Students will post on their blog on examples they demonstrate in their personal life of the three health related components.
IV. Content and Strategies
a. Anticipatory Set
“When you think of Wellness, what comes to mind first? Maybe body systems, physical activities, the doctor, these are all correct but there is a bigger picture. Wellness is a very extensive subject. The three health components that we will focus on are physical, emotional/mental, and social.”
b. Activities
1. Class Discussion on Pages 4-7 along with the Wellness PowerPoint Presentation
2. Personal Health Triangle Blog
3. Students will create a post on their blog depicting three specific examples from their personal lives that can relate to physical health, mental health, and social health. Attached Rubric
V. Guided/Independent Practice
a. Look back at your behaviors over the past week. What behaviors helped you improve your wellness? What behaviors brought down your wellness? What changes can you make to improve your total health?
Due date
Assignment must be posted by Tuesday at 11:59 p.m.Total: /15
Kelly Roberts's Lesson Plan
Course:
American Studies (11th grade, combination of Social Studies and English)
Essential question:
How does the place where one grows up influence one’s identity, beliefs, and ideals?
Blogging assignment:
Students are currently reading “Their Eyes Were Watching God.” Over the next four weeks, students should respond to the following journal prompts on their blog (two per week). Teacher will provide comments & feedback, and students are expected to comment on at least two of their classmates’ observations per week:
Station 1: How It Feels To Be Colored Me
Listen to the oral interpretation of “How It Feels to be Colored Me” through 3:23. Why do you think it took so long for Hurston to realize that her skin color made a difference in how the world would treat her? How did this realization change her?
Station 2: Eatonville Struggles
Using the information provided in this NY Times video, reflect on how Eatonville has changed over the years since the Hurston’s childhood there. How did the publication of TEWWG affect the city and its residents?
Station 3: Hurston Timeline & Biography
Using the information provided in this timeline and biography, plot your own timeline with what you think are the three most formative periods of her life (not including her birth or her death). Explain what makes them important.
Station 4: The Town that Freedom Built
Eatonville’s slogan is “The Town that Freedom Built.” How would you explain this designation to someone who had never heard of it, taking into consideration the time period when it was built?
Station 5: The Growth of Eatonville
Watch the first 3:28 of C-Span’s visit to Eatonville. Would Eatonville exist in the same way today without Hurston? Would Hurston exist in the same way today without Eatonville? Why or why not?
Station 6: Zora on Segregation
Read Hurston’s infamous letter to the poet Countee Cullen. Why do you think her views were considered radical at the time? What experiences in her life do you think influenced her opinions?
Station 7: Between Two Worlds
Listen to this NPR podcast interview with Hurston’s niece through 5:49. In what ways did Hurston feel as if she was stuck between two different worlds and how did she deal with these feelings?
Station 8: Speak, So You Can Speak Again
Take 5-7 minutes to examine some of the sources in the book (pictures and captions, poetry, quotations, etc.). Pick an image that really stands out to you (note the page it’s on). Use the Library of Congress’ guide to analyzing photographs & prints to observe, reflect, and question:
Synthesis paper/assessment:
Richard Wright accused Hurston’s writing of having, “no theme, no message, and no thought” during a time of racial inequity and oppression. Using at least three of these sources plus your book as evidence, write a position paper blog post either agreeing or disagreeing with his assessment. Make sure to utilize ethos, pathos, and logos. The paper is worth 50 points according to our standard class rubric, the blog posts are worth 10 points each, and the responses to classmates are worth 5 points each.
Standards:
ELA & Literacy in History/SS :
CCSS.ELA-LITERACY.WHST.11-12.1
Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
ISAIL Standards (Illinois Standards Aligned Instruction for Libraries):
Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge •
Recognize the need for information • Formulate questions based on information needs • Identify various
potential sources of information • Develop and use successful strategies for locating information • Seek
information from diverse sources
Standard 2: Evaluate information critically and competently • Determine accuracy, relevance, and
comprehensiveness of information • Distinguish among fact, point of view, and opinion • Identify inaccurate
and misleading information • Select information appropriate to the problem or question
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